Titlebook: European Policy Implementation and Higher Education; Analysing the Bologn Cristina Sin,Amélia Veiga,Alberto Amaral Book 2016 The Editor(s)

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https://doi.org/10.1007/978-3-658-37520-1situation of economic crisis has recently changed this panorama. This chapter focuses on the changes in the attitude of both the Portuguese government and the institutions of higher education towards internationalisation, as well as the shift in the driving rationale accompanying them.

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Attractiveness and Internationalisationsituation of economic crisis has recently changed this panorama. This chapter focuses on the changes in the attitude of both the Portuguese government and the institutions of higher education towards internationalisation, as well as the shift in the driving rationale accompanying them.

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2946-319X res and lack of convergence problems. Over the last decade the implementation of the Bologna Process, an ambitious reform of European higher education systems, has attracted attention from politicians, academics, students and scholars in higher education policy. Taking Portugal as a case study, the

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Dorothee M. Meister,Anna-Maria Kaminnitiative of national governments. But despite initial independence of the European Commission, Bologna has become increasingly attached to the Commission’s ambitions of European integration, as an instrument to fulfil the objectives of the Lisbon strategy.

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Karsten Kilian,Ralf T. Kreutzertudents, in great numbers, intend to continue studying after the first cycle. We conclude that Bologna’s employability objective—labour market relevance for all degree levels—is yet to be achieved in Portugal. But how far are higher education institutions, and the socioeconomic context, to blame?

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Ralf T. Kreutzer,Karl-Heinz Landicular inflexibility—the latter as an unintended consequence—raise serious barriers to the mobility of Portuguese students. Overall, the state of mobility in Portugal is a disappointing picture when compared with the political intentions of the Bologna Process.

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Employabilitytudents, in great numbers, intend to continue studying after the first cycle. We conclude that Bologna’s employability objective—labour market relevance for all degree levels—is yet to be achieved in Portugal. But how far are higher education institutions, and the socioeconomic context, to blame?